Andrea S. White

Visiting Assistant Professor of Psychology

Andrea White joined the Kenyon faculty in 2006 after nine years teaching lifespan development at Ithaca College. Her primary research interests focus on identity development in emerging adulthood and midlife. She and her students have studied the influence of identity processes on political beliefs, religiosity and spirituality.

White is particularly interested in the ways which social cognitive processes influence individuals' adjustment to life transitions, such as the adjustment to college or the diagnosis of a chronic illness. When she is not in her office, she enjoys reading memoirs and traveling.

Areas of Expertise

Adult development and aging; health psychology; identity development.

Education

1999 — Doctor of Philosophy from Syracuse University
1995 — Master of Science from Syracuse University

Courses Recently Taught

ST: Behavioral Neuro of Adoles

NEUR 291

Introduction to Psychology

PSYC 100

Psychology is the study of behavior and mental processes. In this introductory course, prerequisite for all other psychology courses, you will explore a variety of areas in which psychologists conduct research: the biological foundations of behavior, sensory and perceptual processes, cognition, learning and memory, developmental psychology, personality and social psychology, psychological disorders, and variability in behavior related to culture. This course is only open to first-year and sophomore students. Students who have completed PSYC 110 cannot take this course. No prerequisite. Multiple sections are typically offered every semester.

Introduction to Psychology: Behavior in Context

PSYC 102

This is the second part of the introductory psychology course. While PSYC 101 dealt with basic processes of behavior, in PSYC 102 you will examine behavior in context. You will study developmental psychology, personality and social psychology, psychological disorders, and other issues. Prerequisite: PSYC 101 or NEUR 112. Multiple sections are offered every spring.

Educational Psychology

PSYC 220

Educational psychology involves the study of cognitive, developmental, and motivational processes that underlie education. We also examine teacher behavior and other applications of psychology to education. Research and theory on student learning, motivation, and development provide the core readings for the course. Individual and group differences as applied to learning environments will be addressed. Other topics include multicultural education, achievement motivation, special education, public policy with respect to education, education outside of schools, and recent trends in schools and education. Students will develop their own teaching philosophy. Connections among a variety of disciplines (e.g., history, sociology, political science) will be stressed, as well as links to the real world beyond the classroom. This course is appropriate for those interested in teaching, coaching, or mentoring. Prerequisite: one semester of psychology (PSYC 101 or 102).

ST: Educational Psychology

PSYC 291

Cognitive Psychology

PSYC 301

The goal of this course is to enlighten students about human thinking processes. This course will cover research and theories regarding basic cognitive processes such as cognitive neuroscience, object perception, attention, memory, problem solving and intelligence. Emphasis will be on the study of laboratory research, with discussion of how the findings relate to real-world issues, such as eyewitness testimony. Students should gain an understanding of general cognitive processes that apply to all humans, as well as a perspective on individual differences in cognition and how they may merge with our understanding of clinical disorders. Prerequisite: PSYC 100 or 110 or AP score of 5. Typically offered once a year.

Adult Development

PSYC 322

This course provides an overview of developmental issues related to adult life and an in-depth examination of some current theory and research in adult development and aging. We will cover the psychological, social and biological dimensions of adult development, including personality, learning and memory, family psychopathology, and some clinical interventions from emerging adulthood through the lifespan. Prerequisite: PSYC 100 or 110 or AP score of 5. Typically offered every other year.

Child Development

PSYC 323

This course focuses on normal human development from conception through adolescence. Biological and social influences on development are considered with an emphasis on their interaction and the context in which they occur. Prerequisite: PSYC 100 or 110 or AP score of 5. Typically offered every year.

Educational Psychology

PSYC 324

This course involves the study of cognitive, developmental and motivational processes that underlie education. We also examine teacher behavior and other applications of psychology to education. Research and theory on student learning, motivation and development provide the core readings for the course. Individual and group differences as applied to learning environments will be addressed. Other topics include multicultural education, achievement motivation, special education, public policy with respect to education, education outside of schools and recent trends in schools and education. Students will develop their own teaching philosophy. Connections among a variety of disciplines (e.g., history, sociology, political science) will be stressed, as well as links to the real world beyond the classroom. This course is appropriate for those interested in teaching, coaching, or mentoring. Prerequisite: PSYC 100 or 110 or AP score of 5.

Health Psychology

PSYC 330

Health psychology addresses the cognitive, social and emotional factors related to health and illness, with an emphasis on the prevention and modification of health-compromising behaviors. A biopsychosocial approach is used to address topics such as: promotion of good health and prevention of illness; the recovery, rehabilitation, and psychosocial adjustment that correspond with health problems; and the role of stress and coping in illness. Prerequisite: PSYC 100 or 110 or AP score of 5. Offered every other year.

Adolescence

PSYC 348

This course will provide students with an overview of important issues in adolescent psychology, from early adolescence to young adulthood. The major physical, cognitive, social and emotional developments that occur during this transitional period will be covered. Influences on adolescent development such as family, peers, school, work and culture will also be explored. Prerequisite: PSYC 100 or 110 or AP score of 5. Offered as department schedule permits.

Individual Study

PSYC 493

Individual study in psychology allows students the opportunity to pursue research on a topic of special interest. The course is designed in consultation with a faculty mentor. The level of credit can range from .25 to .5 unit of credit, and students may take more than one semester of individual study. Typically, only juniors or seniors may pursue this option. To enroll, a student must first identify a member of the Psychology Department who is willing to mentor the project. The student must give the department chair a written description of the project, including the nature of the proposed work and a list of references. The project should include reading and reviewing scientific literature and will likely entail a research project in which original data are collected. The student and faculty member are expected to meet, on average, once a week. The final project will likely be a paper written in the style of the American Psychological Association. Additional assignments may be required as well--for example, a public presentation. The amount of work required for the individual study should approximate that required of other 300-level psychology courses. It is possible for students to pursue a group project, but more work will be expected for the completed project, and each student will write her or his own individual paper.